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Mindfulness in Early Years (2) Mindfulness in Early Years (2)

Mindfulness in Early Years

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Mindfulness is such an important topic in today’s busy world. Early Years Practitioners can provide children the best opportunities to learn and use their natural skills in mindfulness to develop happiness, calm, focus and emotional wellbeing. Jon Kabat-Zinn coined the term mindfulness with a definition that is well regarded today in the field of education. He defines mindfulness as “paying attention in a particular way on purpose, in the present moment, and non-judgmentally.”

The ability to self-regulate and manage a range of emotions gives children self-confidence in their daily life to manage different social contexts that they may encounter, preparing them from a young age to express their thoughts and feelings.

Here are some easy to implement, fun and effective mindfulness activities, techniques and tips that you can introduce to children during the day as part of the daily routine in your setting. These activities are designed to be implemented as and when required spontaneously when you think that a child or group of children will benefit from such an intervention.

Activity One: Just One Breath

Find a relaxing place indoors or outdoors for children to sit and set a timer for 1-2 minutes. It will take time for children to settle so allow at least 5 minutes in total for this activity.

Ask children to sit and start to notice how they feel. How do their legs, arms, tummy, and head feel? Ask them to notice any sounds they can hear around them. When the children are settled and connected with their breath, ask them to take a big breath in and then blow out, (“like a dragon blowing out fire, making a whoosh sound.”)

Ask them to take another breath imagining their belly puffing up like a big balloon then let it all go! Let this continue for a few more breaths, repeating the words inhale, exhale or breathe in and out.

Benefits: This brings feelings of calm and quiet if it has been a busy morning or afternoon. Improves brain function and wellbeing for children and concentration.

Activity 2: Sunshine Heart Pose

Practice this simple moving activity with a child or small group of children. Slowly raise your arms forwards, out to the side and then up to the sky. Look up and reach for some sunshine, hold this in your hand and bring it down to your heart centre. Pause, take a soft breath the air in through your nose and out through your mouth and relax.

Benefits: Children feel the air being pushed forwards, to the sides and upwards as they move their arms and hands. This silences the mind and helps it to focus.

Activity 3: Create a Calm Cave or a Calm Corner

Gather a group of children together and plan an area of the nursery, home or classroom to create a calm cave as a quiet place for relaxation. Use a range of materials to create the cave so that children are integral to the process. Include a range of cushions, soft colours and natural materials to enable a calming environment, with music CDs for children to rest and feel calm in.

Benefits: Quiet spaces for children will provide them with opportunities during the day to go and rest.

Activity 4: Morning Mantra for All

Starting the day at nursery or reception class for children can be a tearful, upsetting or key transition that they encounter in their day.  Therefore starting the day using positive words and instilling positive thoughts is beneficial to their wellbeing.

Therefore start by asking children to sit in a circle, with nice straight backs. Encourage children to close their eyes and start to notice how they feel, taking a few deep breaths – breathing in and breathing out. Do they feel calm?

Then say the following words together:

I am feeling calm; I am happy; I am healthy; I always do my best; I am kind and caring;

Benefits: It is important for adults to praise children using positive language and also encourage children to learn positive words and let them think good thoughts.

Written by Yasmin Mukadam

Did you enjoy reading this blog? If you want to learn more about neuroscience, focusing on the early years from birth to 7 years old, then take a look at our NCFE Cache Level 2 award – Introduction to Neuroscience in Early Years.

Developing Imaginative and Creative Play Opportunities

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Developing Imaginative and Creative Play Opportunities

By Yasmin Mukadam

Imaginative and creative play is a natural and essential way for children to learn about the world around them. It engages the whole body and mind — from sensory exploration to fine and gross motor skills — helping children express themselves both verbally and non-verbally. Through play, children use their muscles, activate their senses, and interact with their environment, all of which support healthy physical growth and neurological development.

As we step into spring and look ahead to Earth Day, it’s the perfect time to refresh play opportunities with nature-inspired themes and creative spaces that encourage development — away from screens and into the world of imagination.

Imaginative and creative play is a natural and essential way for children to learn about the world around them. It engages the whole body and mind — from sensory exploration to fine and gross motor skills — helping children express themselves both verbally and non-verbally. Through play, children use their muscles, activate their senses, and interact with their environment, all of which support healthy physical growth and neurological development.

As we step into spring and look ahead to Earth Day, it’s the perfect time to refresh play opportunities with nature-inspired themes and creative spaces that encourage development — away from screens and into the world of imagination.

Developing Imaginative and Creative Play Opportunities

🌍 Imaginative Role Play and Creative Set-Ups

Outer Space:
Children can become astronauts, aliens, or even the first explorers on a newly discovered planet. Use recycled materials to create a spaceship and different “space stations.” Encourage missions to explore imaginary worlds or defend Earth — an opportunity to blend science, storytelling, and problem-solving. This kind of play encourages spatial reasoning, social interaction, and abstract thinking.

Doctor’s Office, Hospital or Veterinary Clinic:
Use this scenario to introduce the roles of different medical professionals, alongside the basics of first aid. Support children in creating a GP surgery or vet clinic using dolls, soft toys, and play medical kits. Add paper forms, cardboard x-ray machines, and even make a waiting area. This environment supports empathy, role understanding, and early literacy through mark-making.

Restaurant:
Creating a play restaurant or kitchen lets children explore familiar routines and social structures, while also building numeracy and literacy. Provide props like plates, play food, and empty boxes. They can design menus, take orders, and role-play as chefs or waitstaff. This type of role play helps them understand sequencing, cooperation, and daily life routines.

🎨 Creative Arts and Messy Exploration

Drawing & Craft Activities:
Designate a space filled with varied materials — felt pens, crayons, glue, feathers, ribbons, and recycled items. Offer different paper types and colours. Encourage open-ended creation: cards, collages, models. Creative arts strengthen fine motor development, self-expression, and executive functioning.

Messy Play:
Offer an area where children can freely explore with water, sand, foam, paint, pasta, clay and more. This form of sensory play is deeply therapeutic, fostering emotional regulation while building cognitive understanding of texture, form, and cause-and-effect.

Painting & Playdough:
Both painting and modelling support expressive freedom. Provide a variety of brush sizes, colours, tools, and natural materials (leaves, sticks, flowers) to enrich the creative process. Making their own playdough with natural dyes or seasonal scents adds a further sensory element, encouraging focus and imaginative play.

🌱 Construction and Small World Play

Construction and small world activities allow children to build narratives, experiment with structures, and explore real-world systems in miniature form. Some useful props include:

  • Nature-themed sets: farm animals, insects, sea creatures, birds — perfect for spring and Earth Day themes.

  • Transport and emergency vehicles: cars, boats, helicopters, ambulances, trains.

  • Building materials: blocks, LEGO®, wooden shapes — ideal for creating environments or infrastructure.

  • Role play resources: toolkits, telephones, laptops, dressing-up costumes, soft toys.

These materials allow children to explore physical and social dynamics, practice sequencing and logical thinking, and develop symbolic play — a precursor to advanced cognitive development.

Creative and imaginative play is not simply enjoyable; it is essential. It builds a child’s confidence in expressing themselves, nurtures their emotional intelligence, and supports foundational learning in literacy, numeracy, science, and the arts — all within a safe and exploratory environment.

As adults, our role is not to direct but to observe and sensitively support, offering space and time for sustained play, while ensuring the environment is safe and appropriate to the child’s age and developmental stage. It’s important to give children the freedom to lead their own creative journeys.

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Emotional Literacy in Early Years

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As Early Years Practitioners, a priority for us when caring for children is to ensure that they lead healthy, happy lives. However, like everyone, children experience emotional ups and downs dependent upon stressors in their daily lives, including transitions (such as starting a new nursery, changes in the home environment), a new daily routine, frustration learning a new skill such as sharing, reading, drawing, verbal communication, learning language, jumping, running or riding a bike.

From birth, children start to develop the full range of basic human emotions, identified in the 1970s by psychologist Paul Eckman, as happiness, sadness, fear, surprise anger, excitement, embarrassment, shame and disgust.

These emotions have an influence on how children live and interact with others. Inability to manage emotions can lead to poor relationships later in life, or even violent, abusive or aggressive behaviour.

The Early Years Foundation Stage (EYFS) recognises that a cornerstone of effective learning and development is a child’s ability to socialise and express their feelings and emotions. Personal, Social and Emotional Development (PSED) has been identified as one of three prime areas of learning within the curriculum. However, what does this mean for early years settings and what steps can practitioners take to help nurture a child’s emotional development?

Babies and children are influenced by the people they are with. As Early Years Practitioners we need to help provide children with the skills and confidence to manage their emotions both within the setting and at home. Children and families are faced with many challenges nowadays: fast-paced lifestyles, both parents working or one parent raising the family, healthy eating, poverty, bullying, high crime, and much, much more.

Upon reflection does the learning environment, interactions with adults and learning opportunities within your setting support the emotional literacy skills of babies and children?

WHAT IS EMOTIONAL LITERACY?

  • Theories of emotional and social intelligence have been around since the 1920s. In the 1970s, American developmental psychologist Howard Gardner’s multiple intelligence theory transformed thinking about the relationship between emotions and learning. In the mid-1990s, psychologist Daniel Goleman coined the phrase ‘emotional intelligence’, based on the work of influential researchers Peter Salovey and John D Mayer.

Daniel Goleman has suggested that there are five components critical to emotional intelligence. His book Working with Emotional Intelligence by Daniel Goleman (Bloomsbury) outlines these five domains of emotional intelligence as:

While the term emotional literacy is still relatively new, the importance of helping children to recognise, understand and express their emotions continues to gain traction. Experts believe that emotionally literate children are more able to:

  • empathise with others
  • build quality relationships
  • develop independence and self-confidence and,
  • attain more academically

Parents and Early Years Practitioners can help by modelling emotionally literate behaviours so that children can learn how to express their emotions in a healthy way.

STRATEGIES FOR CREATING AN EMOTIONALLY LITERATE ENVIRONMENT

Children experience a lot of emotional ups and downs, just like adults. Developing their emotional literacy is a key skill to enable them to feel confident when expressing their feelings. As practitioners, taking time to establish a sense of belonging for each child helps to create an inclusive and caring environment. The Early Years Foundation Stage states that both babies and children experience emotional well-being when their needs are met and their feelings are accepted.

5 strategies for an emotionally literate environment

  1. Scaffold learning: It is important to make each child feel valued. Be an active listener and follow children’s conversation without interrupting. Give them time to think and formulate their thoughts, questions or ideas, and involve them in decisions about what to choose to do, developing their interests and recognising their achievements. Developing emotional literacy is essential to children’s learning and development, supporting them to identify and communicate their feelings by expressing your feelings to help children identify and understand theirs. Make a point of talking out loud about your feelings. For example, say, ‘Oh dear, I have lost my keys, that is really frustrating.’
  2. Provide a nurturing environment: Smile, welcome and greet children to ensure a smooth transition to the day. Work within the principles of the EYFS to plan experiences that are age and stage appropriate for the children so that they gain confidence and independence at mealtimes, getting dressed or trying new activities. When children feel emotionally safe and secure, they are happier an more comfortable expressing their emotions.
  3. Involve parents and carers: Encourage adults to support children to develop vocabulary to describe their own emotions and to share their experiences with children. Modelling in positive ways how to manage their own emotions. For example, using ‘feeling’ words to acknowledge and label emotions such as, ‘I am feeling very tired today.’ Then model strategies such as sitting quietly, taking a deep breath or going for a walk to manage the stress.  
  4. Develop children’s interests: Involve children in choosing what they would like to do so that they gain independence in making choices. Be patient as they talk to you so that they feel confident taking risks and sharing their feelings and frustrations. Offer experiental play opportunities such as junk modelling, painting, songs, rhymes, building and role play scenarios as wells as circle time to enable children to express their feelings.
  5. Opportunities to express emotional language: Show children pictures of ‘feeling faces’ that they can imitate or talk about. Older children might describe a time when they experienced those feelings. A fun extended activity is to give children handheld mirrors so that they can look at their own faces and create a range of expressions of emotion.

FURTHER READING

  • Emotional Intelligence: Why it Can Matter More Than IQ by Daniel Goleman (Bloomsbury)
  • Emotional Literacy in the Early Years by Christine Bruce (Sage)
  • How To Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber and Elaine Mazlish
  • Working with Emotional Intelligence by Daniel Goleman (Bloomsbury)

Written by Yasmin Mukadam

Did you enjoy reading this blog? If you want to learn more about neuroscience, focusing on the early years from birth to 7 years old, then take a look at our Neuroscience in Early Years course.

Effects of exercise on memory and learning

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It is generally agreed that regular exercise helps people stay fit and healthy in a variety of ways, for example, by improving flexibility, muscular strength, and cardiovascular function. We also know that exercise may have a positive effect upon mental health and wellbeing by triggering the release of endorphins – hormones that help reduce symptoms of anxiety, emotional distress and physical pain. However, a recent review of studies into the effects of exercise upon memory revealed that short bursts of physical activity may also help improve cognitive function and facilitate learning.

Entitled ‘Effects of a single exercise workout on memory and learning functions in young adults’ by Peter Blomstrand and Jan Engvall, the review was published in August 2020 in Translational Sports Medicine1. It analysed findings that were based upon a single, short workout of moderate to high intensity undertaken by young adults aged between 18 and 35 years and lasting between two minutes to one hour. Researchers had discovered that a short burst of aerobic exercise taking place immediately prior to a study period and followed by a brief recovery time resulted in improvements to numerous cognitive functions, including attention span, short term memory, long term memory, verbal eloquence, and problem-solving skills.

Although the studies had researched the positive effects of exercise upon young adults, Blomstrand and Engvall explained in their introduction how physical activity also provokes beneficial changes within children’s brains with consequential positive outcomes for their cognitive abilities and learning behaviours. For example, when children engage in aerobic exercise, there is evidence of greater blood flow, blood volume and neuroplastic function in the hippocampus area of the brain – an area key to information processing and retention.

Furthermore, while the results from the various studies had outlined positive cognitive effects of activities comprising walking, running, or cycling, the review suggests that other forms of exercise would be equally beneficial to the participants.

In conclusion, the authors of the 2020 systematic review were keen to emphasise the ‘important education-related implications’ of empowering students to use physical exercise as a brain-boosting strategy to enhance recall and retention.

 

1 available at: https://doi.org/10.1002/tsm2.190 

Attachment

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Theories describing the nature of interactions between infants and caregivers are often attributed to British psychoanalyst John Bowlby (1907-1990). Bowlby was interested in how the quality of these early interactions impacts the emotional well-being of children and their subsequent ability to form stable and fulfilling relationships. Research has shown that children who do not form secure attachments in early childhood are at greater risk of developing negative behaviours in later childhood, adolescence, or during their adult years.

How to recognise secure attachment

Infants who demonstrate secure attachment patterns typically become upset when separated from their caregivers and show delight when they return. When frightened or distressed, they readily turn to their caregivers for reassurance and comfort.

As they mature, children who are securely attached are generally more likely to show resilience, positivity towards others, and success at school. Their high level of self-esteem means they can trust and respect not only themselves, but also other people. For example, they feel secure enough to see a different perspective, and they do not feel immediately defensive when others take a different point of view to their own.

How to foster secure attachment

Infants typically pass through four significant stages of attachment. By recognising these stages, we can help children ease through any particular phases of emotional distress and enable secure attachment patterns and behaviours. Caregivers who respond reliably and appropriately to an infant’s early needs help nurture a sense of trust and security and provide a reliable base from which the child can explore the world.

  1. Pre-attachment is the period from birth to 6 weeks when the baby does not show preference for any specific caregivers. At this stage, reliable responses to infants’ physical needs such as hunger and tiredness help alleviate their distress. Furthermore, providing food and comfort for the infant at the right times helps mitigate the stress induced by prolonged loud crying. As a consequence, the welcome moments of calm that are achieved when soothing a crying baby initiate the bonding process by encouraging the caregiver to remain close by, where he or she can quickly and smoothly fulfil the baby’s needs.
  2. Indiscriminate is the timespan from 6 weeks to 7 months. Through the sense of smell and emerging skills such as recognition of faces and voices, babies begins to bond with those who have become more familiar to them, and they begin to show signs of preference. For example, the baby may smile readily at mum but as yet, there are no smiles for grandma. It is during this phase that infants begin developing trust in their primary caregivers, for example, by being more easily soothed when held by dad than by granddad.
  3. Discriminate is the phase of development from about 7 months, when the infant begins to display a strong preference for, and attachment towards one particular caregiver, for example, mum. At this stage, the infant may experience separation anxiety (e.g. becoming highly distressed when mum leaves the room) and/or stranger anxiety (e.g. clinging to mum when someone unfamiliar to the baby is welcomed into the family home).
  4. Multiple is the stage from about 10-12 months when the child begins to develop closer bonds with other caregivers, such as grandparents. Furthermore, rapidly improving cognitive abilities and language skills support memory development and comprehension. The enhancement of these important skills brings fresh awareness and growing confidence to the child who can henceforth be encouraged to enjoy social encounters with new people and within new locations and situations.

Where Love and DNA Meet: Navigating Nature and Nurture Together

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Where Love and DNA Meet: Navigating Nature and Nurture Together

By Marija Lobanova

The age-old debate of nature versus nurture has intrigued scientists, philosophers, and caregivers for centuries. Are we born as blank slates, shaped solely by our experiences, or does our genetic code determine the people we become? As a professional interested in human development and a mother of two, I find myself reflecting on this question daily. When we consider the development of infants, the answer is both profoundly complex and beautifully simple: nature and nurture are inseparable forces, dancing together to shape a child’s mind, emotions, and future. This realization brings both a responsibility and an opportunity for those of us who care for children—as parents or childcare professionals—to recognize the role we play in their development.

Yes, we do not know exactly where nature ends and nurture begins. However, I choose to believe that my active presence is essential for my children, perhaps more so than it really is. Reflecting on my role as a parent, I am reminded of an anecdotal story about Niels Bohr, the father of quantum theory and a Nobel Prize winner in Physics, and his “lucky” horseshoe. Bohr had a horseshoe hanging above his front door, and when a surprised visitor asked if he believed in its superstition, Bohr replied, “Of course not. But I have been told it works whether you believe in it or not”

In the same way, I choose to believe that my presence, actions, and expressions of motherhood truly matter. I choose to believe in the power of my role as a parent and caregiver—not because growing scientific knowledge is providing us with more thorough guidelines on how to nurture children, but simply because our actions have undeniable effects, whether we see them or not. I choose to believe that the environment I create is shaping my children’s brains to be resilient, curious, open, and intellectual.

The Science of Nature and Nurture

From a scientific perspective, nature refers to the genetic blueprint each child is born with—their DNA, inherited from their biological parents. This blueprint influences traits such as eye colour, height, and even certain predispositions to temperament and personality. Nurture, on the other hand, encompasses the environment in which the child grows, including their relationships, experiences, and physical surroundings.

What makes infancy so fascinating is the interplay between these two forces. Research shows that even in the womb, an unborn child is already being shaped by environmental factors. For example, a mother’s stress levels or nutrition during pregnancy can influence the baby’s brain development and temperament. After birth, the wiring of the brain is profoundly influenced by interactions with caregivers, the quality of stimulation, and even how the baby is held and soothed.

At the same time, I am not trying to dismiss the importance of nature. Studies involving monozygotic (identical) twins, who share 100% of their genetic material, offer a unique window into how much genetics versus environment contributes to development. Remarkably, research has shown that even when raised in completely different environments, monozygotic twins often display striking similarities in traits such as intelligence, temperament, and even specific habits. There are reports and documented cases of separated twins who, upon meeting years later, discovered they had chosen the same careers, shared similar hobbies, or even named their pets the same. In contrast, dizygotic (fraternal) twins, who share only about 50% of their genetic material but grow up in the same environment, can be as different as strangers. Unlike monozygotic twins, their differences often reflect both genetic diversity and unique responses to the same environment. This stark difference demonstrates the powerful role of genetics in shaping certain aspects of personality and behaviour.

The question of where nature ends and nurture begins, however, remains elusive. Neuroscientists have discovered that genes and environments do not act independently of one another. Rather, they interact in dynamic and sometimes surprising ways. For instance, a child may be born with a genetic predisposition toward shyness, but a nurturing environment that encourages social interactions can help them develop confidence and reduce the impact of that genetic tendency. Similarly, a naturally resilient child may cope better with adversity, but the absence of a supportive environment could still hinder their ability to thrive.

Thus, as a mother aware of studies examining environmental impacts and who chooses to believe in their importance, I see nature as the provider of raw materials, while nurture being the shaper of how those materials are assembled into the person a child becomes. In other words, I am fully aware that my children will not be able to hear ultrasounds, as bats, dogs, and dolphins do. Humans simply do not have a genetic framework for it. However, I can help them learn and recognize sounds and words in the few languages I speak.

The Role of Caregivers in Nurturing Brain

We have established that caregivers play a crucial role in a child’s development. However, being a caregiver is not an absolute or straightforward task. It is easy to imagine an ideal scenario—a joyful interaction with a baby, where both caregiver and child are deeply engaged, a scene often sold to us by toy manufacturers. Yet, the reality of daily life with children can be quite different. As a mother of two pre-schoolers, I often have to remind myself that my actions, emotions, and behaviours are shaping my children’s brains. This reminder keeps me mindful of the way I act, speak, and express my feelings. The idea of helping children achieve their full potential is beautiful, and it is something I try to focus on, especially on “good” days—though, admittedly, these days are not as frequent as I would like.

Often, these reminders come with a sense of guilt. After all, I am human—I get tired, angry, frustrated, apathetic, helpless, anxious, and resentful, among other things. The awareness that my actions impact the development of my children’s brains can sometimes be overwhelming. I have studied how during the first few years of life, a child’s brain undergoes an extraordinary period of growth. I am aware that at this stage, neural connections form at an astonishing rate—about one million per second in the early months of life. These connections are shaped by the child’s experiences and interactions with the world around them. I recognise that the way we respond to an infant’s cries, the words we speak, the songs we sing, and the affection we offer all influence the development of their neural architecture. I know that, when a baby smiles and we smile back, it is more than just a heart-warming moment—it activates the brain’s reward system, encouraging the baby to seek more social interaction and laying the foundation for healthy emotional development. However, the practice of care giving is not a theory. 

It is completely natural for caregivers to experience moments of tiredness, anger, and frustration, especially when balancing the intense demands of raising children. These emotions, while challenging, are a normal part of human experience and do not define the entirety of a child’s development. It’s important to remember that children’s brains are highly adaptable and resilient, and they are shaped by a complex interplay of experiences, both positive and negative. While negative emotions like frustration or anger might contribute to stress in the short term, the key factor is the overall balance of experiences a child has, including those moments of connection, comfort, and positive engagement. Research has shown that children’s brains are not simply passive recipients of experiences; they actively process and adapt to their surroundings, and they can be resilient to occasional negative interactions, particularly when they are followed by soothing, supportive, and nurturing responses.

Thus, I would like to remind everyone looking after small children that while occasional displays of anger or frustration are a normal part of parenting, it is the ability to repair those moments that plays a crucial role in a child’s development. The concept of “emotional repair” refers to a caregiver’s ability to recognize when they’ve been upset or stressed and to take steps to reconnect with the child in a warm and supportive way afterward. This helps children learn important emotional regulation skills and provides a model of how to manage difficult emotions. Furthermore, positive interactions—like responding to a child’s needs, engaging in shared play, or simply offering comforting words—help strengthen neural pathways associated with attachment, empathy, and resilience.

Conclusion

Understanding the dynamic relationship between nature and nurture brings a sense of awe and responsibility. As caregivers, we are not passive observers of a child’s growth; we are active participants in shaping the way they think, see the world, and respond to challenges. Every hug, every bedtime story, every moment of patience during a tantrum is a part of this process.

The relationship between nature and nurture is not a competition but a collaboration. As scientists, we may never pinpoint where one ends and the other begins, but as caregivers, we do not need to. What matters is that we embrace our role as part of the natural world shaping young minds and hearts. Whether you are a parent soothing your baby in the middle of the night, a carer planning a day of activities, or a childcare worker creating a safe and nurturing space -you are making a difference. You are helping to shape the way children will think, feel, and thrive in the world. And that, to me, is both a privilege and a calling.

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Neuroscience: why it’s relevant for Early Years Practitioners

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Neuroscience is the scientific study of the nervous system, which comprises of the central nervous system (the brain and spinal cord) and the peripheral nervous system (all other nerves that generally send and receive signals to and from the brain).

There are many branches in neuroscience, predominantly focussing on understanding the physiology of the brain and how it works. The ones that are most relevant for the Early Years practitioner include those that examine brain development and its relationship with behaviour and emotion.

We now know that 90% of brain growth happens before the age of 3 with estimates of more than 1 million new synapses (neural connections) being formed every single second in this time frame, faster than at any other time in life.

The brain has fascinated scientists for years, but neuroscience is still a relatively new field. However, the pace of new research is increasing, and we should be leveraging the newfound knowledge to help shape our approach to early years with the goal of improving health, behaviour and developmental outcomes.

By using imaging tools to study brain activity in response to varying stimuli, we have a better understanding of how the children’s environment and interactivity with others can affect their physical, emotional and behavioural development. This understanding builds on Early Years practitioners’ ability to notice signs of thriving and faltering, helps them to design the optimal environment for their children, and clarifies how different interactions with the children can lead to positive long-term outcomes.

Importantly, neuroscience for the Early Years practitioner should not replace the well-established practices that have come about from observational theorist research, such as from the likes of Bowlby, Ainsworth and Piaget. This is all still useful and relevant. Neuroscience in part helps explain some of those observations, but it can also take our understanding a step further, explaining why certain approaches do or don’t work. This is why neuroscience is an exciting addition to the armoury of the Early Years practitioner and could well become essential in the future.

amygdala hijack

Behaviour and the Brain: Amygdala Hijack

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Behaviour and the Brain: Amygdala Hijack

In our brains, the amygdala is the region responsible for processing emotions. When triggered by stressful events, it heightens our emotional responses and overrides our ability to think logically or reason clearly. This is why, when we feel angry or scared, we may experience physical symptoms like a flushed face, sweaty palms, or a racing heartbeat. In such moments, the amygdala has essentially taken control, a phenomenon often referred to as an amygdala hijack.

Amygdala Hijack in Children

What is Amygdala Hijack?

In children, emotionally charged responses caused by amygdala hijack are often called meltdowns or temper tantrums. For instance, a two-year-old in the midst of a meltdown may scream, cry, and thrash on the floor, overwhelmed by emotions they cannot yet regulate.

Older Children and Stress

While meltdowns are more common in younger children due to their emotional immaturity, older children can also experience similar responses. Times of transition or stress—such as returning to school after a holiday—may feel overwhelming to a sensitive or anxious five-year-old, even if the situation seems minor to an adult.

Staying Calm to Help a Child in Distress

Helping a child through a meltdown is challenging, especially if your own emotions start to rise. To respond effectively:

  • Pause for a moment of calm
    • before reacting, try counting slowly to five or taking five deep breaths.
  • Validate their emotions
    • reassure them that their feelings are understood, even if their behaviour is not acceptable.

Responding Based on the Child’s Needs

Every situation is different, and how you handle a meltdown depends on factors like the child’s age, state of health, or whether they are hungry or tired. Here are some general tips:

Exhausted Young Children

Reasoning with a tired or overstimulated four-year-old is unlikely to help. Instead of engaging in lengthy explanations or trying to “win” an argument:

  • Suggest calming activities like reading a story together with their favourite soft toy.
  • Offer comfort in a quiet, soothing manner to help them regain a sense of safety and control.

Avoid Escalating the Situation

Arguing or insisting on being right will likely make the meltdown worse. Save explanations or discussions for a later time when the child is calmer and more receptive.

Supporting Emotional Regulation Over Time

Helping children learn to manage their emotions is a gradual process. By staying calm and offering support during stressful moments, you teach them valuable skills for self-regulation and resilience.

To learn about the neuroscience behind child development, have a look at our neuroscience courses here

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When to start solids

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Starting solids, often referred to as weaning, is when the baby starts to consume actual food. More recently, the term complementary feeding has been introduced to better reflect that starting solids happens alongside milk consumption rather than switching from milk to solids.

When should this happen?

The World Health Organisation (WHO) advises that starting solids should occur at 6 months of age, alongside breastfeeding. However, the Department for Health England use the phrase ‘at around 6 months’ and there is also the notion of a ‘critical window’ of between 4 and 6-7 months.

The Scientific Advisory Committee on Nutrition (SACN), who advise the government on public policy, have reviewed the evidence on a ‘critical window’ and concluded that this is not supported by experimental evidence. Furthermore, deferring to around 6 months is not associated with later difficulty.

Less than 4 months

Evidence shows that infants who start eating solids before 4 months are likely to be heavier at 7 and 14 months, although research is inconclusive as to whether this extends to longer term weight gain. However, there are other issues of introducing food too early. Infants need time to properly develop their digestive organs. Solids introduced too early can result in gastric bleeding and this can lead to iron deficiency anaemia. Also, renal (kidney) function will be suppressed. Solids will contain more minerals and salts than milk, and the infants’ kidneys will not be sufficiently developed to excrete the greater load.

More than 7 months

Milk, specifically breastmilk, is the best food to give infants in the first 6 months of their life, but at some point, the milk on its own is insufficient to support the ongoing development of the infant. The effects of delaying introduction of solids become greater and more diverse the longer the delay. Studies have shown that late introduction of foods can increase the risk of slowing growth, developing food allergies, and even developing leukaemia, although this is also linked to using formula (Schraw, J. et al. 2017).

Due to the difficulty in conducting controlled experimental trials, because of ethical and feasibility considerations, most data comes from observational studies and we are unable to define more specific guidance on when to start solids. Around 6 months is the best advice, and although all babies are individual, starting solids should not start before 4 months, nor later than 7 months, and  a 2011 survey showed that 80% of parents in the UK had introduced solids by 5 months.

You can find out more about starting solids, including the signs of readiness, what to give, and tips on feeding, on our Starting Solids workshop.

What are you communicating?

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Did you know that a human baby is born with 200 million brain cells? I find that number hard to comprehend. On top of that, these brain cells are yet to form the majority of their most vital connections.

A child’s experiences during the first five years of life are what create and recreate the connections that will help to form their outlook on the world for the rest of their life. We, the adults, have the huge responsibility of providing the best possible care and environments in order to allow this development or unfolding of the child to happen in the most helpful way.

As parents, we do our best every day and the unconditional love we carry for the child helps us to always be Winnicott’s ‘good enough parent’.[i] But what about the professional carer – nanny, childminder or nursery worker, for example? How can we ensure that we are delivering the best possible care for the children in our settings?

Babies have basic needs. Food, warmth, comfort and love – whether parental or professional. But they also need our support to work out who they are in relation to the world they find themselves in. So how can we help them to learn about themselves and the world? In what ways can we communicate with them to give them the best sense of self – to facilitate the formation of those neural pathways that will be most helpful to them as whole human beings?

Communication is key

There are still some who believe that babies don’t know how to communicate or understand what is happening to them. Beyond crying or cooing, what other means do they have, you may ask?

At the risk of telling you something you already know, here are several ways that babies have of letting us know how they are:

  • Differentiated pre-crying sounds[ii]
  • Choosing where to focus their attention
  • Holding or letting go of tension in their bodies
  • Shutting down (sleeping) when over-stimulated

Infants are helpless to look after themselves, but they are not helpless when those that care for them are tuned in to the different ways they have of communicating to us how they feel.

So, what about how and what we are communicating to babies each and every time we interact with them?

Again, it’s quite a responsibility we take on when we choose this life of caring for children. Here are some tips to help you think about the messages you send to the babies in your care.

#1 – How are you?

Who, me? Yes, looking after yourself is one way to make sure that you are doing the best for those you care for. If you’re not feeling good, the children in your care will know. Thinking about how you feel – your physical comfort when working, your mental health, whether you’ve eaten well or had enough sleep – will help you to be the best you can be. That benefits everyone!

#2 – What are your hands saying?

“A newborn … is already able to respond to the touch of an adult’s hand – by either relaxing or becoming tense … It only takes a few days for this interaction to develop … Thus, from the very beginning, positive or negative contact comes about between an infant and the caretaking adult.”[iii]

As the quote above suggests, our hands communicate many things to a child. The author, Dr Emmi Pikler – Hungarian Paediatrician (1902-1984)[iv] – was way ahead of her time, along with the likes of Maria Montessori and other radical thinkers of the age. She realised that babies are whole human beings with a full set of senses and emotions, and therefore must be looked after with particular care and sensitivity.

Paying attention to how you use your hands in relation to picking up, feeding or changing the nappy of a child will help you to send the message that their wellbeing is important to you.

#3 – Stop multitasking!

Whether you’re caring for one child or several, it’s likely that you’ll be working to some kind of agenda. You know how it goes – feed, nappy change, nap (Snapchat, laundry, tidying, etc.) and repeat.

It’s easy to get caught up in trying to achieve as much as possible as quickly as possible in order to get everything done. But why do you get those days when the children are a bit whiny, they don’t want to eat, they won’t go to sleep – nothing runs smoothly at all?

Chances are that if you stop trying to do everything at once and just focus on the task at hand, everything will start to make sense. It’s a kind of mindfulness, but not one that you need to sit in a quiet room with your legs crossed and get all zen for. All that’s required for this is to give your full attention to whatever it is that you’re doing. (And that includes your time on social media.)

When children feel that they have your full attention, they respond. They feel fully cared for and learn that you can be trusted and relied upon. And, you’ll notice that when you give your full attention to any task, you do it much better!

Which leads me to this…

#4 – With, not to.

Now you’re being mindful, how about letting the baby in your care know what you’re going to do BEFORE you do it? Letting an infant know that you’re going to pick them up gives them time to prepare. Letting them know that the wipe you’re going to use on their bottom is cold before you touch them will do the same. These actions are very intimate. They can be important opportunities to create bonds and trust. Let’s not waste them!

By treating the child in your care with this kind of respect, you are doing more to build the trust that they need to thrive and that you need in order to be able to guide them in the trickier moments. If they trust you, they are more likely to respond to your requests when there is something you need from them.

Letting them know what’s going to happen and allowing them to take part in the process makes you partners. You do things with them, not to them.

#5 – Slow down!

Lastly, for now, SLOW DOWN! Communicating with babies needs time. In order to allow a child space for understanding or assimilating experiences, babies and young children need to be able to process at their own pace. In everything you do with and for them, slow down. Even when you feel like you’ve done so, slow down even more. In the extra space you’ll create for the child in your care, you’ll find more space in which you can observe them and yourself and see the effects of all the small and important changes that you’re making to your practice.

To conclude, every action we take around the children we care for has an effect on their wellbeing. Children who are cared for in this way will find it easier to develop trusting relationships with others, at school, later at work, and when forming their own loving families. Of course, we can only do our best, but the better informed we are about the little ones in our care – their needs and potential for natural development – and the more work we do on ourselves to become happier, more contented carers, the better life will be for all.

 

[i] D. W. Winnicott, The Child, the Family, and the Outside World (Penguin 1973) p. 173

[ii] https://www.dunstanbaby.com/

[iii] https://thepiklercollection.weebly.com/uploads/9/4/5/3/9453622/the_competence_of_and_infant_full_-_pikler.pdf

[iv] https://pikler.co.uk/about

How to help your child develop empathy

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Defining empathy and sympathy

Empathy is the ability to recognise the emotions of other people as conveyed by their words, tone of voice, facial expressions, or body language and to connect with them in a shared perspective. For example, if a friend or family member is upset and in tears, we may feel tearful too, showing that we acknowledge the person’s sadness and relate to it through our own empathetic response.

Feeling sympathy for someone is a more detached and cognitive response where we recognise and care about the feelings of others and also support them without becoming so emotionally involved.

Modelling a sympathetic response

As parents, teachers, or other caregivers, we should demonstrate sympathy towards children when they express strong emotions such as anger, fear, and frustration – even when this expression takes the form of negative behaviours such as lashing out. While preventing children from hurting themselves or others, we may also ease a challenging situation by acknowledging their feelings, for example, by saying ‘I know you feel angry right now…’ In this way, we become positive role models for children through our own responses, letting them know their feelings are recognised and respected. Over time, the development of mutual trust between adults and children paves the way for further discussion, helping children develop reasoning skills and find ways to manage their feelings, instead of being overwhelmed by them. The development of self-esteem, self-confidence and emotional resilience gives children a secure base from which they can begin to empathise with other people and in turn, show sympathy and support.

Targeted activities

We can also help children develop empathy through varied practical activities, such as the use of stories and role play.

Picture books

Choose well-illustrated picture books that present engaging characters and storylines to capture the attention and excite the imagination. Read the story with enthusiasm and use your facial expressions and tone of voice to suggest the emotions felt by the story characters. Let children have time to peruse the pictures before you turn over each page, particularly when the characters’ emotions are being described and are clearly illustrated. Once you have finished reading the book, you could briefly discuss with the children some aspects of the story, such as the characters’ emotional triggers and emotional responses at particular moments in the story. You might then ask the children if they have ever felt this way. While young children may be aware of common words that describe feelings, such as ‘happy’, ‘sad’ and ‘angry’, you can enhance their vocabulary development using words that describe more diverse and nuanced feelings such as ‘disappointed’, ‘anxious’ and ‘embarrassed’.

Puppet play

Introducing a puppet to young children is almost guaranteed to grab their attention! For this activity, you could also use a soft toy such as a teddy. Describe the emotions of the puppet or toy to the children, for example, say: ‘Teddy feels so excited today, he can hardly sit still!’ Ask the children to consider why teddy is feeling this way and let them offer their ideas. You could also have the children make their own puppets, such as hand puppets or finger puppets, using odd socks, felt or other craft materials. While they are busy, you can encourage them to think not only about naming their creation, but about their character’s particular traits and preferences. For example, is the puppet quite shy, or keen to meet new people? What games does the puppet like to play? What makes the puppet feel happy/sad/frightened?

At the vet’s

The care and concern we show not only for other people, but for animals, such as our pets, indicates the extent to which we can think beyond our own selfish or immediate needs and towards a wider perspective.

Encourage the children to talk about their own pets and discuss how we look after animals, such as by taking a dog for a walk, or cleaning out a rabbit hutch. Ask the children if any of their pets have been ill or injured, or have needed to visit a vet, and talk a little about a vet’s job and what it entails.

Create a role play area for the children based on your discussions with them and on the space and resources you have available. You could use soft toy animals or animal puppets as the ‘patients’ and children can take turns to role play the veterinary surgeons and their assistants. By joining in with the children’s play, perhaps by modelling the responses of a caring and concerned pet owner, you can help children develop empathetic awareness and foster their ability to adopt a caring, sympathetic attitude.

 

View our online courses here

Looking after child who is unwell

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For children being ill can be frightening as well as unpleasant. We have put together the information and resources below to help you support children who are unwell. This includes recognising childhood illnesses and when children are becoming poorly, as well as how we might care for children when they are ill.

This guidance is in line with the Early Years (from birth to 5 years) requirements on how to provide care and support to children who are unwell.

Signs and symptoms of common childhood illnesses

It is important for the practitioner to be aware of the signs and symptoms of common childhood illnesses in order to recognise infectious diseases as soon as possible and take steps to prevent contagion. They also need to be able to support the child and meet their needs.

  • Measles – fever, runny nose and eyes, cough, white spots in mouth, followed by full body rash.
  • Mumps – often no symptoms are shown, when they are there will be swollen glands between the ear and jaw and there may be pain when swallowing.
  • Rubella (German measles) – no serious symptoms other than: slight cold, sore throat, swollen glands behind ears, slight pink
  • Chickenpox – fever, very itchy rash with blister-like appearance.
  • Meningitis – flu like symptoms: fever, headache, drowsiness, very stiff neck, maybe small red spots beneath the skin that do not disappear when a glass is pressed against them.
  • Tonsillitis – very sore throat, difficulty in swallowing, fever, headache, aches and pains.
  • Slapped cheek syndrome (fifth disease) – bright red rash on child’s face.
  • Pertussis (whooping cough) – snuffly cold, spasmodic cough with whoop sound, vomiting

It is the role of the practitioner to try and prevent the spread of infection, so it is vital that not only can they recognise the signs and symptoms but also know the treatment needed.

  • Measles – place child in a darkened room.
  • Mumps – provide child with plenty of drink, but not fruit juices.
  • German measles (Rubella) – can cause deafness, blindness and learning disability. Give child plenty to drink and keep away from pregnant women.
  • Chickenpox – keep child cool, provide with soft food.
  • Meningitis – press a glass over the rash, if it does not fade contact a doctor immediately.
  • Tonsillitis – provide child with plenty of fluid and give soft food.
  • Slapped cheek syndrome (fifth disease) – no treatment necessary.
  • Pertussis (whooping cough) – refer child to a doctor immediately, reassure and provide plenty of fluids.

Exclusion periods for common childhood illnesses.

  • Chickenpox – four days from start of skin eruption.
  • Measles – four days from the onset of the rash.
  • Mumps – five days from onset of glandular swelling.
  • Rubella – six days from the start of the rash.
  • Meningitis – until the child has fully recovered.
  • Pertussis (whooping cough) – 21 days from the start of the illness.

When medical intervention is necessary

Medical intervention should be sought immediately if meningitis or whooping cough is suspected.

Medical attention should be sought in other cases if the following symptoms are present:

  • Measles and mumps – signs of severe headaches
  • Chicken pox – evidence of drowsiness, coughing or seizures
  • Rubella – signs of joint pain
  • Tonsillitis – white spots on the tonsils.

How the early years practitioner should try to minimise ill-health in children

Practitioners have a responsibility to:

  • educate children, e.g. on how and when to wash their hands 
  • provide a good role model, ensuring that you wash your hands after changing nappies, handling animals and before preparing food
  • ensure that the environment is clean and hygienic, always dispose of waste promptly and appropriately, regularly disinfect toilet areas
  • record and report any cases of illness 
  • ensure that you are doing what you can to prevent cross-infection
  • liaise with parents.

Physical needs of a child who is ill

  • Food and drink needs

When children are ill it is very important to ensure that they have plenty to drink, to keep them hydrated. They should drink frequently, especially drinks high in vitamin C.

Illness can reduce appetite, food can taste different, but it is important for children to eat as they need the nutrients.

  • Personal care needs

A child who is unwell will need to be kept warm, they will be reassured by familiar routines. They will need to follow normal hygiene routines, but also wash their hands regularly.

  • Rest and sleep

Children will need to sleep in order to be given time to recover. However, they may not want to go to bed, but prefer to sleep on a sofa. Their sleep may be restless, and they may need to feel you near.

Emotional care needs of a child who is unwell

  • Emotional well-being

Children who are unwell will need to feel safe, they will feel happier with people they know and trust around them – parents/carers/key person. They will need the reassurance that they are going to get better, they will need someone to listen to their fears and worries.

  • Dignity and respect

It is important for the practitioner to maintain the privacy and dignity of children who are unwell. They should be aware of the child’s feelings and respond appropriately.

  • Observation and monitoring

It is important to observe children who are displaying signs of being unwell, in order to see if their symptoms deteriorate. It will be important to monitor the child’s temperature , any medication given and any changes such as the onset of a rash.

Procedures to follow

  • Storage of medicine

Medicines should be kept in their original container, clearly labelled with the name of the child and the dosage. They should be locked securely away, although such things as asthma inhalers should be easily accessible.

  • Administration of medication

Ensure that you have read the setting’s appropriate policy and that you know who is responsible for administering medicines. Parental consent must be given, and you should only give medicines provided by the parents.

  • Record keeping with regard to medication

Again, there should be a setting policy on the recording of medicines. Settings should have a medication record book in which you should record the time and the dosage that you gave the child.

Employment contract Employment contract

Employment contracts and statutory rights

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It is common for workers to believe that they do not have an employment contract unless they have a signed piece of paper in their possession. This is not necessarily true. If you perform work for someone else in return for money, you may have an employment contract. A number of factors affect whether or not someone is working under a contract of service (which means as an employee) or under a contract for services but the existence of a written employment contract is not one of them.

The key identifying criterion of a contract of service is mutuality of obligation. This means that the employer has an obligation to provide work and the employee has an obligation to perform it. If you are working under a contract of service, you have an employment contract.

Employment contracts may be written or oral. Oral contracts can be harder to enforce due to lack of certainty about what the parties have agreed. This is why, given the choice, many people prefer the relative security and certainty of a written contract.

Whether your contract is written or oral, you have certain minimum rights, which are given to you by statute (law). These are called statutory rights, and your employer must adhere to them. No form of employment contract can override your statutory rights.

Statutory rights

Your statutory rights entitle you to:

· receive the National Minimum Wage;

· protection against unlawful deductions from your wages or salary;

· receive the statutory minimum amount of paid holiday;

· receive the statutory minimum length of rest breaks;

· protection from being made to work more than 48 hours per week;

· decide to work more than 48 hours per week;

· protection against unlawful discrimination on the grounds of age, race (including ethnic or national origin, colour, or nationality), disability, religion or belief, sex, sexual orientation, gender reassignment, being married or in a civil partnership, or being pregnant or on maternity leave;

· protection for whistleblowing (which means reporting wrongdoing in your workplace); and

· not to be treated less favourably if you are a part-time worker.

You may also have statutory rights to sick pay, maternity, paternity or adoption pay, and to shared parental pay.

Written statement of employment particulars

All employers must provide their employees with a written statement of their terms and conditions of employment if that employment is due to last for one month or longer. Employers who provide written employment contracts almost always incorporate this written statement into the contract. However, employers who rely on an oral contract still have an obligation to provide a written statement of employment particulars. They must ensure their employee receives this document within 2 months of the start of their employment. However, if the employee is to be working abroad (for example, a nanny who accompanies her charges to another country due to a parent’s overseas’ job posting), the employer must provide this written statement before the employee leaves the United Kingdom.

As a minimum, the written statement of employment particulars must include:

· the business’s name;

· the employee’s name, start date, and either their job title or a description of their work duties;

· if a previous period of employment with the same employer counts towards a period of continuous employment, the starting date of that period;

· salary details (amount and frequency of payment);

· working hours, including any obligation to work weekends, nights, public holidays and to undertake overtime;

· holiday entitlement (which must also stipulate whether this includes public holidays);

· regular place of work, and whether the employee has any obligation to relocate if requested to do so;

· if the employee is expected to work in different places (for example, a nanny share alternating location between two separate addresses), details of the relevant addresses and the employer’s address;

· the notice periods that the employee or employer must give in order to end the employment relationship;

· if the job is temporary, the expected end date of employment;

· if the job is fixed-term, the end date of employment;

· details of pension arrangements;

· details of any relevant collective agreements;

· details of who to take a grievance to and how to complain about the handling of a grievance; and

· how to complain about a dismissal or disciplinary decision taken by the employer.

The Acas helpline is an excellent source of free guidance for employees with questions about their employment.

Man holding child hand Man holding child hand

Helping an Anxious Child Return to School

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Helping an Anxious Child Return to School

Starting school, or returning after a break, can feel overwhelming for many children. While some approach it with excitement, others may experience anxiety that makes the transition much harder. For a child, this can show up as restlessness, worry at bedtime, morning tears, or even physical complaints like stomach aches.

As a parent or caregiver, you play a key role in supporting children through these emotions. Anxiety is not something you can simply “fix” for them, but you can help them feel safe, understood, and capable of coping. With time, patience, and consistent reassurance, most children gradually build the confidence they need.

Here are some practical ways to help:

1. Listen with patience and respect

Children’s worries often make more sense than they appear at first. They may be anxious about separation, about not knowing what will happen in class, or about friendships. Create unhurried opportunities for them to talk—perhaps during a walk, at bedtime, or while drawing. Listen without judgement, avoid minimising their feelings, and reflect back what you hear: “It sounds like you’re worried about…”.

Validating their feelings doesn’t mean agreeing with their fears—it means showing them that their emotions are real, important, and safe to share with you. This reassurance alone can lower their anxiety.

2. Work together with the school

If anxiety continues, talk with the school. Teachers and pastoral staff often have simple strategies to help, such as assigning a “buddy,” arranging a calm space, or giving the child extra time to settle in at the start of the day.

Schools may also be able to explain routines in advance, share visual timetables, or provide a key adult the child can check in with. The more consistent the support between home and school, the more secure the child will feel.

3. Keep home life predictable

Routine is powerful for children who feel anxious. A familiar structure helps them know what to expect and provides stability when school feels unpredictable. Try to keep mealtimes, bedtimes, and after-school routines as steady as possible.

Small rituals, such as reading the same story at bedtime or following a “getting ready” checklist in the morning, can give children a sense of control. If mornings are stressful, prepare bags, clothes, and lunches the night before to reduce pressure. Predictability can’t remove all worries, but it softens the impact of change.

4. Build confidence gradually

Anxiety often shrinks when children experience success in small steps. Rather than expecting them to face everything at once, break challenges down. Practise the school journey together, role-play classroom scenarios, or arrange short playdates to reconnect with peers.

You can also use gentle exposure: for example, walking past the school gates before term starts, visiting the playground when it’s quiet, or meeting the teacher informally. Each step helps build familiarity, which in turn reduces fear.

5. Encourage calming tools and self-regulation

Children often need support learning how to calm themselves when worries rise. You can introduce simple techniques such as deep breathing, using a comfort object, or squeezing a stress ball in their pocket. For some children, sensory strategies (like listening to calming music, chewing a crunchy snack, or wrapping in a blanket) are very grounding.

Teaching these skills not only helps with school transitions but also builds long-term emotional resilience. Over time, children can learn to recognise their own signals of rising anxiety and choose strategies that help.

6. Focus on connection, not just reassurance

It’s natural to want to tell an anxious child “you’ll be fine,” but what they often need most is connection. Spend quality time together doing activities they enjoy, whether that’s baking, playing outside, or drawing. This strengthens your relationship and builds a buffer of emotional security.

Sometimes the best support is simply being present—sitting quietly beside them, holding a hand, or offering a hug. Connection helps children feel safe enough to take on challenges.

School-related anxiety can be challenging for both children and caregivers. While you can’t remove every fear, you can create an environment of patience, consistency, and understanding that makes it easier for them to cope. In most cases, as routines become familiar, children discover new confidence and independence, and the worries that once felt overwhelming begin to fade.

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Thank you!

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Recently we asked you to give us feedback on how we were doing, many of you responded and the results were fantastic. We had some great comments and appreciate all that took the time to tell us how you felt.

The respondents had completed a range of our courses with 47% having completed a First Aid course, 19% a Maternity Nurse course, 14% our Cache Childcare Diploma (Nanny) course, 10% the Sleep training course and 30% not yet taking part in one of our courses.

It was lovely to read the positive comments about our courses with 84% of respondents saying our available courses met their needs with none saying the courses did not meet their needs. 94% of respondents said our courses were High Quality or Very High Quality with none thinking the courses were low quality.

Over 70% of respondents thought our courses were Excellent or Above average when considering Value for Money with again no respondents thinking we were Below average or Poor. This is an area we focus on and continually monitor similar childcare education providers to ensure we offer market leading rates.

There were positive comments about our website with respondents able to easily find information on our courses and Blogs.

There were a few interesting comments on courses we could offer in future, we are currently exploring these and will get back to you shortly – watch this space!

We always love to hear from you so if you have any thoughts you would like to share with us, be it on our courses or anything else, please get in touch by emailing info@childcarestudies.co.uk and don’t forget to follow us on our social media channels.

How to say no to your employer

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One of the hardest things to do when you work closely with your employer is to know how to (and of course when to) say no to anything that they may ask of you. The thing to remember is that sometimes it is okay to say no. Especially if it is something that is not within your remit, or it is something that you do not feel comfortable doing.

But how do you do it? How do you tackle saying no to someone who you work so closely with?

Give them a valid reason why you are saying no

Sometimes, one of the best things that you can do when you are going to be saying no to someone, is give them a reason why you are saying no. If they know the reasons behind it then they are more likely to react positively to it. Not only this, but it also gives you a chance to think about it properly and figure out why you don’t want to do it.

Offer an alternative

It is also a good idea, if you can, to think about whether or not there is an alternative that you can offer them. By showing them that there is another approach or another solution, there is a much greater chance that they are going to take your refusal well and that you won’t cause any long-term issues.

Remove any emotion

We know that it is easier said than do, but it is incredibly important that you try and remove any emotion from the situation if you can. Emotion can lead to anger, which can lead to arguments and you should never be in a situation whereby you are arguing with your employer. Not only can this cause you resentment, but you may even find that it affects your future employment.

Be brave

It may sound obvious, but one of the best things that you can do when you want to say no to your employer is to be brave. It is scary to think that you are going to say no, but you never know how they are going to react. They may understand exactly what you are saying, they may agree with your reasons and they may go back on what they have asked. All without any conflict.

As you can see, it may seem scary to say no to someone who you work for and that you care about. But it is sometimes the best thing that you can do. Take a deep breath, be brave and say what you feel. If you keep calm and take away any emotion from the situation, then you may be surprised by just how well it will go.

Difference Between Choking and Gagging

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One huge concern for any parent or person who is charge of a child is choking. This is particularly true when it comes to eating and taking approaches such as Baby Led Weaning which encourages the use of larger pieces of food over purees.

There is a whole range of benefits to Baby Led Weaning. However, one major cause for concern is the safety of your child. So, how can you tell whether or not your child is choking? or if they are simply gagging on the food that they are trying to eat?

How to recognise choking

When your airway is blocked and you cannot breathe then this is known as choking. Not only can choking cause issues such as heart attacks or brain failure, it can also cause death too. The most common thing that children will choke on is food. However, they can also choke on toys and other items that they can fit into their mouth.

If a child is choking then they are likely to be completely silent. Their face may change colour and their eyes are likely to be wide and have the appearance of being scared. They may move their arms and legs around, but still remain silent throughout.

What do if your child is choking

If you think that your child is choking then they require immediate help. For those who are under the age of one you need to hold them face down with their head lower than their body. You need to give five firm whacks on the middle of their back with the heel of your hand. You then should turn them over and try this near the ribs. This should be repeated three times. It is also a good idea to ask someone else to call 999 whilst you are working on your child so that professional help can arrive.

You should never, ever place your fingers in the mouth of your child as this can push it down further and cause an even greater issue.

How to recognise gagging

It is easy to confuse gagging with choking, especially if you are a new parent. Gagging is totally normal and is a common occurrence when your child first starts to eat solid foods. Whilst it may sound like choking, the thing to remember about gagging is that it is actually designed to stop your child from choking.

Gagging is usually caused when your child has too much food in their mouth and if the food starts to go too far back before it is chewed, then it will activate their gag reflex, which will help them to remove it.

A way to tell the difference between gagging and choking is that your child is likely to be noisy when they are gagging on food, they will make plenty of noise and they are likely to look uncomfortable rather than scared.

If you child is gagging then you need to try to leave them to try and remove the food themselves. The last thing that you should do is try to remove the food as this could cause them to choke. Be there with them and encourage them to chew, they will get there in the end. Once the food is removed you can then comfort them (it isn’t always a pleasant experience for them) and offer them a small drink to help wash everything out.

It is important that you can tell the difference between choking and gagging, as well as keep informed with what you can do to help your child and make sure that they stay safe.

Written by Renata Papcunova, Director.

10 Ways to Ruin Your Nanny Interview

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Ten Ways to Ruin Your Nanny Interview

(and How to Avoid Them!)

You’ve got the qualifications and experience, but you didn’t get the job. Why? Sometimes small missteps during an interview can leave the wrong impression. Here are ten common mistakes that could cost you the position—and how to make sure you shine instead.

1. Being Late

Punctuality is essential. Arriving late signals disorganisation and unreliability—qualities no employer wants in a nanny. Employers are busy, often with demanding schedules, so being tardy may raise doubts before the interview even begins. Plan ahead, account for traffic, and aim to arrive early.

2. No Handshake or Eye Contact

First impressions count. Greet your employers with a warm handshake—it’s a simple courtesy that reflects good manners. Maintaining steady eye contact throughout the interview is just as important, and be sure to give equal attention to both employers if more than one is present. Avoiding eye contact can make you seem disengaged, while addressing only one employer may appear disrespectful.

3. Dodging the Parents

While your primary role will involve working with children, engaging with the parents during the interview is crucial. Asking thoughtful questions and offering well-prepared answers demonstrates strong communication skills. For example, mentioning relevant qualifications like sleep training certifications shows you’ve done your homework and are genuinely interested in the role.

4. Ignoring the Children

Engaging with the children during the interview is just as important as connecting with the parents. You’re there as a potential carer for their children, so showing that you can bond with them helps build trust and demonstrates your suitability for the role.

5. Dressing Inappropriately

Striking the right balance between professional and practical is key. While it’s important to look polished, remember that nannying is an active role. Choose comfortable, season-appropriate clothing that allows you to get hands-on if asked to interact with the children during the interview.

6. Bad-Mouthing Past Employers

If asked about challenges in previous roles, stay professional and objective. Speaking negatively about a former employer’s routines or decisions can make you seem difficult to work with. Instead, focus on how you handled challenges constructively, demonstrating problem-solving skills and adaptability.

7. Mobile Phone Interruption

Few things disrupt an interview like a ringing phone. Make sure your phone is silenced—or better yet, switch it off entirely. This simple step shows respect for your employers’ time and underscores your professionalism.

8. Rambling On

Balance is everything. Listen attentively to your employers’ questions, and respond with clear, thoughtful answers. Avoid one-word replies, but don’t ramble or dominate the conversation either. A confident and conversational tone will help you leave a positive impression.

9. Asking About Salary and Holiday Times

While pay and time off are important, don’t bring these topics up unless the employers do first. Jumping straight to these questions can make it seem like you’re more focused on personal gain than fitting into their family dynamic. If the topic arises, be ready to back up your expected rate with your qualifications and training.

10. Failing to Prepare

Preparation is key to a successful interview. Take time to research the family and understand their expectations. This effort shows genuine interest in the role and respect for their time, while also helping you tailor your responses to align with their needs.

The Takeaway

Securing a nanny position goes beyond just having the right qualifications; it’s about making a positive, lasting impression. By being prepared, professional, and personable, you can demonstrate your reliability and suitability for the role. Avoid these common pitfalls, and you’ll give yourself the best chance to stand out and show potential employers why you’re the right fit for their family.

For help writing a CV, see our nanny CV template

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CV

How To Write a Good CV

Written on . Posted in Blog.

How to Write a Standout CV

Updated Guidance for 2025

Your CV is your first chance to make an impression on a future employer—it’s the gateway to securing an interview and landing your next role. A well-crafted CV can make all the difference, so it’s essential to ensure it’s polished, professional, and tailored to the job you’re applying for.

In this updated guide, we’ll walk you through the key steps to creating a standout CV, with tips to ensure your application catches the eye of potential employers.

1. Formatting Matters

The layout and design of your CV can leave a lasting first impression. A clean, professional look shows attention to detail and helps employers focus on your qualifications.

  • Use a clear, readable font like Arial, Calibri, or Times New Roman in size 10–12.
  • Limit your CV to two A4 pages, highlighting only relevant information.
  • Maintain consistent formatting throughout (e.g., bold all headings and use uniform bullet points).
  • Check for spelling, punctuation, and grammar errors.
  • Avoid adding a photo unless explicitly requested.
  • Tailor your CV to the job, showcasing qualities and experiences that match the role.

2. Contact Details

Make it easy for employers to reach you with accurate, professional contact information:

  • Full Name: Include your first and last name.
  • Mobile Number: Ensure it’s one you can answer during the day.
  • Email Address: Use a professional email format, e.g., jane.smith@email.com.
  • Location: Specify your town or city rather than your full address for privacy.

3. Personal Statement

Place a short, well-written personal statement at the top of your CV. This brief section (no more than three sentences) should highlight why you’re a strong candidate, encouraging employers to keep reading.

4. Work Experience

List your professional history, starting with your most recent role. For each position, include:

  • Start and end dates (month and year).
  • Job title and employer’s name.
  • A summary of your key duties and achievements. Be specific (e.g., “Supported bottle feeding and managed daily routines for twins aged 6 months”).

If you’ve had numerous short-term roles: Combine them into an overarching summary to avoid repetition.

5. Education and Qualifications

Include your educational background in reverse chronological order, detailing:

  • Schools, colleges, or universities attended.
  • Qualifications achieved, including dates and grades (if relevant).

6. Additional Information

Highlight certifications or details that add value to your application, such as:

  • A valid, up-to-date DBS check.
  • UK full, clean driving licence.
  • Nationality and visa status (if applicable).

7. Interests and Hobbies

Give employers a glimpse of your personality by sharing hobbies and interests that reflect your character and dedication, such as volunteering or skill-based activities.

8. References

Simply state: “References available upon request.” Ensure your referees are prepared to provide a strong recommendation when needed.

Looking for Inspiration?

Explore our sample CV templates for Maternity Nurses and Nannies to see how these principles come to life.

Your CV is your chance to shine—make it count!

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